ELA+2+Lesson+19

Topic Making Signs

Common Core Standards RL.2 2.Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 3.Describe how characters in a story respond to major events and challenges. 7.Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. RF.2 f. Recognize and read grade-appropriate irregularly spelled words. e.Identify words with inconsistent but common spelling-sound correspondences. L.2 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., group). b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c. Use reflexive pronouns (e.g., myself, ourselves). 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a.Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters.

Suggested Student Objectives: Students will be able to understand, recognize, apply, and analyze the following skills: Text and Graphic Features;Synonyms;Fictional Narratives;Commas;Puncuation

Suggested Additional Readings

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ActivitiesLearning Outcome Use text features in nonfiction texts to identify explicit information. DurationApproximately 50 minutes Necessary Materials//Provided//: Example Chart, Independent Practice Worksheet //Not Provided//: //Deserts//by Darlene R. Stille, chart paper, markers, nonfiction books about animals at a variety of levels from classroom or school libraryLesson Plan will explain that good researchers use nonfiction books to answer questions. I will read aloud questions I have about the desert (see Direct Teaching and Guided Practice Example Chart in Teacher and Student Materials below). I will model how to use the Table of Contents in the book //Deserts//by Darlene R. Stille to decide where the answers to my questions may be located in the book. I will read aloud pages 5–7. I will note that the answer to my first question is “right there” in the text. I will write the answer to my first question on the chart.**TIP:** When modeling how to use table of contents also define it as a list of chapters found in a book. Point out that the Table of Contents lists the chapters and is in page number order. Ask: How did I find the information I needed in the book? Students should respond that you thought about a question and then looked at the Table of Contents and determined where the information was in the book. will read the next question and use the Table of Contents to decide where the answer may be located in the book. Using the Table of Contents as a guide, we will continue reading pages 9–18 and 36–43 and chart the answers to the rest of our questions.**TIP:**You may want to make copies of the Table of Contents for students for use with the Guided Practice. This will allow them to tell the teacher which chapter to go to for the answer to the next explicit information question before you continue reading. > []
 * ===DIRECT TEACHING===
 * ===Think Check===
 * ===GUIDED PRACTICE===

Assessments will find information about an animal in books, using the Table of Contents. You will answer questions about your animal and write the title of the book and page number where you found the answer. (Student Independent Practice Worksheet is provided below.) Note: Multiple books on a variety of animals and at a variety of reading levels will be needed for the students. This may be a project best suited for the library, when available.
 * ===INDEPENDENT PRACTICE===

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